Nursing. Discussion: Using Competency Sets to Critique Lesson Plans
Graduate nursing education advances innovation and strengthens the leadership needed to improve healthcare delivery. Education at this level incorporates the foundational knowledge, skills, and competencies needed to thrive in increasingly complex clinical environments. Nursing education is undergoing major change as the profession conceptualizes master’s education and transitions advanced practice education to the doctoral level via Doctor of Nursing Practice (DNP) programs. Calls to reduce healthcare costs, persistent concerns about patient safety and the quality of care, and dramatic increases in diagnostic, therapeutic, and educational technologies all demand new thinking around the nature of graduate nursing education.
—American Association of Colleges in Nursing
Though the above quote focuses specifically on graduate nursing education, Schools of Nursing around the United States are adapting both undergraduate and graduate programs to emphasize a stronger focus on evidence-based nursing competencies. At the departmental level, this process takes much time and collaboration. Curriculum teams comprised of nurse educators, field experts, and instructional design professionals meet with schools of nursing to revamp existing curriculum plans to the competencies needed of today’s and tomorrow’s nursing students.
On a smaller scale, nurse educators are also implementing quick and effective strategies to align their current courses to evolving nursing competencies. By critiquing lessons before, during, and after instruction, nurse educators are able to assess their alignment to competency sets.
In this Discussion, you critique one of your own Lesson Plans to a competency set of your choosing.
- Review the article, “Integrating the Institute of Medicine Competencies in a Baccalaureate Curricular Revision: Process and Strategies.” Consider how and why the nursing program adapted its curriculum to emphasize Institute of Medicine competencies.
- Review the competencies presented in this week’s Learning Resources. In addition, reflect on the competencies that you might be familiar with through your own studies and professional background. How do competencies help to guide academic and professional practice?
- Review the Lesson Plans that you have developed in this course. Select one to further investigate for this Discussion.
- Critique your lesson using a competency set. For example, if your Lesson Plan addresses interprofessional collaboration and your intended audience of learners is Master’s students, you might critique your Lesson Plan using QSEN indicators. As you conduct your critique, identify specific competencies addressed in your lesson. Then, consider ways that you might modify your lesson to prompt a deeper understanding of nursing competencies.
Questions to be addressed in my paper:
1. A brief description of your lesson (Pulmonary Edema) and the competency set (patient-centered care, evidence-based practice and quality improvement) that you selected.
2. Explain how your lesson engaged learners in one or more competencies.
3. Explain whether your lesson should be modified to include a deeper understanding of these competencies and why.
4. Support your response by including references to your lesson, your own experiences, and this week’s Learning Resources.
1. At least 2 pages
2. Put citation and references 2011-2016.
3. Check my uploaded pulmonary edema lesson plan.
Hickey, M. T., Forbes, M., & Greenfield, S. (2010). Integrating the Institute of Medicine competencies in a baccalaureate curricular revision: Process and strategies. Journal of Professional Nursing, 26(4), 214–222. Retrieved from the Walden Library databases.
This article describes how a School of Nursing retailored its curriculum to include the Institute of Medicine competencies.
American Association of Colleges of Nursing. (n.d.). Essential series. Retrieved from http://www.aacn.nche.edu/education-resources/essential-series
At this resource, you can review the curriculum content and expected competencies of students pursuing nursing degrees. In addition, you can examine the critical changes that the AACN is taking to ensure that nursing curriculum mirrors the evolving needs of today’s and tomorrow’s patients.
National Council of State Boards of Nursing. (2013). 2013 NCLEX-RN test plan. Retrieved from https://www.ncsbn.org/2013_NCLEX_RN_Test_Plan.pdf
Aligning learning experiences with NCLEX competencies can provide nursing students with the background that they will need to successfully pass the NCLEX. Browse this document to view the overarching competencies tested on the NLCEX examination.
National League for Nursing. (2011). Faculty programs & resources: Nurse educator core competencies. Retrieved from http://www.nln.org/facultyprograms/competencies/educator_core_competencies.htm
Use this website to view NLN core competencies and nurse educator certification documents.
Quality and Safety Education for Nurses. (2012). Graduate KSAS. Retrieved from http://qsen.org/competencies/graduate-ksas/
Use the links provided at this website to review QSEN competencies.
NURS 6331: Screencast Template
|Screencast Title:||Pulmonary Edema|
(on-site, online, or hybrid)
|This screencast is designed for the hybrid environment. Nursing students will watch it before engaging in an on-site activity.|
|Screencast Goal:||The screencast will increase nursing student awareness of pulmonary edema. It will provide students the knowledge and skills to give the best care that can help to improve the patients with pulmonary edema.|
|Description of Screencast lesson:||This screencast is specifically designed for graduate nursing students taking a medical-surgical nursing course. Pulmonary edema will be discussed including its pathophysiology, causes, clinical manifestations, laboratory and diagnostic findings, treatment, and nursing interventions. Students will actively participate in different aspects of the lesson to independently assess and evaluate their learning. At the end of the screencast, students will be required to complete their assignment which will be utilized during the on-site activity that follows this screencast.|
|Learning Objectives||· Explain how to recognize the clinical manifestations of patient with pulmonary edema
· Describe the treatment regimens of pulmonary edema
· Analyze the priority nursing interventions for patients with pulmonary edema
· Create a concept map of pulmonary edema
|Identify at Least One in Each Area|
|Pre-Licensure QSEN Competencies||Integrated Processes||Clinical Relationships|
|1. Patient-centered careFORMCHECKBOX
2. Teamwork and collaborationFORMCHECKBOX
3. Evidence-based practice (EBP)FORMCHECKBOX
4. Quality Improvement (QI)FORMCHECKBOX
5. Safety FORMCHECKBOX
6. Informatics FORMCHECKBOX
|1. Nursing process FORMCHECKBOX
2. Caring FORMCHECKBOX
3. Communication and documentation FORMCHECKBOX
4. Teaching/ Learning FORMCHECKBOX
|1. Varied sources of data FORMCHECKBOX
2. Similar options FORMCHECKBOX
3. Prioritization FORMCHECKBOX
4. Teaching FORMCHECKBOX
5. Notes: FORMCHECKBOX ______________
|In learning the pulmonary edema, nurses must focus on the improvement of patients’ conditions and promotion of the patients’ quality of life, through evidence-based practice where the patient is at the center of the medical treatment and nursing intervention.||Nurses must be able to assess and evaluate the patients with pulmonary edema. Nurses must deliver the high-quality nursing care to ensure that the patient is well-treated and managed through giving health education to the patients focusing on the pulmonary edema risk factors, signs and symptoms, prevention, and treatment.||Nurses must be knowledgeable and skilled of the priority nursing actions in taking care of the patients with pulmonary edema. Patient education, however, is crucial to ensure that individuals with pulmonary edema can take care of their health even when at home.|